The aim of this study is to determine the relationship between the shared leadership practices in schools and the psychological capital of teachers. The universe of the research, which was designed in relational screening model, consists of 3986 teachers working in Uşak province in the 2016 - 2017 academic year, and the sample group consists of 457 primary, middle and high school teachers. Simple random sampling was employed in the study. The data were collected by using the ”Shared Leadership Scale” and Psychological Capital Scale. In the analysis of the data, arithmetic mean, one-way analysis of variance, t-Test, Pearson Product-Moment Correlation Coefficient and multiple regression analysis were used. According to the research results, the perception levels of teachers on shared leadership practices at schools are high in the joint completion of tasks, mutual skill development and emotional support dimensions of shared leadership, while they are low in the level of decentralized interaction among personnel. It is observed that teachers' perceptions of shared leadership practices in general at school are high. In the study, it was seen that the teachers' perceptions of shared leadership practices differ significantly in some dimensions of shared leadership in terms of seniority, the number of teachers in the school, the school level and the educational status. It was concluded that the perceptions of the teachers' psychological capital were at a high level. Psychological capital levels of teachers were examined in terms of gender, graduation status, working time in school, seniority, school level, number of teachers in school, but no significant difference was found. According to another result of the research, a significant low positive correlation was found between teachers' perception of shared leadership practices at school and psychological capital levels. According to teachers' perceptions, whereas shared leadership’s joint completion of tasks mutual skill development, and decentralized interaction among personnel don’t predict teachers' psychological capital levels; It was observed that emotional support dimension significantly predicts teachers' psychological capital in primary schools. In secondary and high schools, shared leadership practices do not predict teachers' psychological capitals.